STEAS-Based Educational Leadership in Teacher Professional Development: A Literature Study for Sustainable Transformation

Abstract

This study focuses on analyzing the role of educational leadership within the STEAS framework (Social, Technology, Ecology, Awareness, and Science) as a strategic approach to strengthening teacher professional development in the era of Society 5.0 while supporting the achievement of the Sustainable Development Goals (SDGs). This issue is relevant since teachers serve as the primary agents of educational transformation, and their professional capacity is largely determined by the quality of school leadership. The study employs a qualitative approach through a systematic literature review of reputable national and international scholarly publications issued between 2020–2025, focusing on educational leadership and teacher competence development. Data were collected from academic documents, research reports, and educational policies, and analyzed using thematic analysis to identify patterns, categories, and key issues. The findings highlight that STEAS-based leadership emphasizes social collaboration, ethical use of technology, ecological awareness, critical capacity building, and scientific orientation as pillars of learning innovation. Three major themes emerged: (1) visionary and adaptive leadership, (2) integration of teacher professionalism with the sustainable development agenda, and (3) the formation of a collaborative, reflective, and innovative school culture. Overall, this study enriches the theoretical discourse on holistic leadership models while offering practical contributions to designing teacher development strategies responsive to global challenges. The implications underscore the importance of sustainability-oriented leadership policies and training programs, as well as opportunities for further research to test the validity of the STEAS conceptual framework in diverse educational contexts.